Unit 9 Lesson 3
Learning Objectives 1.To learn something about memory and how to improve it by reading a text about memory 2.To study and understand the subject-verb agreement rules in sentences
Learning activities
目标一：To learn something about memory and how to improve it by reading a text about memory Activity 1: If you were going to meet a memory expert, what questions would you ask him / her Examples: Is there any special food that helps memory What can we do to improve our memory ... Now read the text quickly. Does the text answer any of your questions Activity 2: Read the text again. Write T or F. Correct the false statements. 1. We remember certain events in our childhood, because we experienced many of them for the first time, and we felt strongly about them at the time. 2. When we tell a story many times, we forget important details. 3. Stephen Wiltshire has a photographic memory because he can draw a detailed picture of a city from memory after flying over it. 4. It has been proved that some people have a photographic memory. 5. The sharpest loss of memory occurs during the first five days. 6. Our memory starts to get worse in middle age. Your corrections: __________________________________________________________________________________________________________________________________________________________________ Answers 1. T 2. F We can remember them clearly. 3. F He is good at remembering particular things but doesn't have a photographic memory. 4. F No one has been proved to have a photographic memory. 5. F The sharpest loss of memory occurs during the very early period after learning. 6. F Our memory starts to get worse after the age of 25. Activity 3: Match the following suggestions with the four questions and put them back in the text. A. What can we learn from all this When remembering something new, try to connect it to our emotions. It is important to connect it with what we already know. Also, we can try to retell what we have learnt to a few others. B. Therefore, one of the golden rules to increase how much we remember is to review the material periodically, especially during the first day after learning. This “spaced review” soon after learning helps build stronger memories and it is more effective than waiting to review everything before exams. C. So take it easy. You are at a good age in terms of your memory. Make good use of it! D. As most of us do not have amazing memories like them, when memorising detailed learning materials, we simply need to focus on the important ideas and be curious about what we learn. Asking questions about what we learn also helps with memorisation. Another effective technique to remember things is to group similar ideas or information together so that they can be easily connected to things that are already known. Answers A: Para 1 B: Para 3 C: Para 4 D. Para 2 What’s your suggestions for each of the four questions discussed Activity 4: What truths about memory does Jemima Gryaznov discuss in the text What advice does she give to improve one's memory Truth and advice 1:__________________________ Truth and advice 2:__________________________ Truth and advice 3:__________________________ Truth and advice 4:__________________________ Answers 1. Truth: We remember things that have strong connections in our mind, especially emotional connections. Advice: We need to make strong connections with things we want to remember in our mind, especially emotional connections. 2. Truth: Nobody has a photographic memory. Advice: We need to focus on the important ideas and be curious about what we learn when memorising complex learning materials. 3. Truth: The sharpest loss of memory occurs during the very early period after learning. Advice: We need to review the information at regular intervals, especially in the first day after learning it. 4. Truth: Our memory reaches its full power at the age of 25. Advice: We need to train our memory to remember more when we’re older. Activity 5: Group Work. Think and share. 1. How has the expert tried to make her statements to each question convincing What methods has she used and what signal words can you find 2. Are there any answers given by Jemima Gryazov that are not convincing to you What are your doubts Suggested Answers 1. To make her statements convincing the expert used: examples: For example … figures: a famous forgetting curve quote: According to … numbers: 25, 200, 40 Activity 6: Group Work. Read the tips for improving your memory. Which tips seem most / least useful Which, if any, would be useful for English learning Five Tips for Improving Your Memory 1. Sleep well: If you don't sleep properly, you “lose” many of your memories. 2. Do physical exercise: When you exercise, more oxygen goes to your brain and makes your memory work better. 3. Do mental exercise: It is important to exercise your brain just like your body. New activities are more challenging than familiar ones. 4. Be interested: Ask yourself questions about what you are learning. We learn better if we are interested. 5. Form a mental picture: For example, if you want to remember the name “John Keys”, imagine his face with a big key on it. The stranger the picture, the better!
目标二：To study and understand the subject-verb agreement rules in sentences Activity 1: Identify language points that you want to share with your partner. Discuss in groups and then share with the class. Language Points 1. This is because when we experience things for the first time, we often have strong feelings of fear or excitement. 这是因为当我们第一次体验事物时，我们通常会有强烈的恐惧或兴奋感。 【句式分析】本句中的This is because... 意为“这是因为……”，其中because引导表语从句。 类似表达： ※ That's why...意为“那就是……的原因”，why引导表语从句。 ※ That's because...意为“那是因为……”，because引导表语从句。 ※ The reason why...is/was that...意为“……的原因是……”，why引导定语从句，that引导表语从句。其中表语从句只能用that引导，不能用because。 2. As① a result, we remember them much better, as② telling events helps fix experiences in our memories. 因此，我们能更好地记住它们，因为讲述事件有助于将经历固定在我们的记忆中。 【句式分析】①As a result 意为“作为结果”，是as的常见固定短语。其类似短语还有： as a result / as a result of (由于……的结果) as a whole (就整体来说) as follows (如下 ) as above (如上) as usual (照常) / as a (general) rule (通常) as a matter of fact (事实上) as soon as possible / as early as possible / as quickly as possible ②as 作连词引导原因状语从句，与because的用法相近。 as做连词的用法如下： 1) 引导时间状语从句。与while意义相近，强调两个动作同时发生；或某事一发生，另一事立刻发生。 2) 引导方式状语从句，作“正如，好像，按照”解。主要的句式有as if / as though; just as / just as … as. 3) 引导让步状语从句；作“虽然，尽管”解。这时从句常用倒装语序，即把从句中的表语、状语或动词原形放在as之前。 3. A person with a photographic memory could remember every detail of a picture, a book, or an event many years later, but no one has proved that there are people who really have photographic memories. 拥有过目不忘的能力的人多年后仍然可以记住某一张图片，某本书或某个时间的每一个细节，但没有人能证明真有哪个人有过目不忘的本事。 【句式分析】prove vt. 证明；检验；显示 句中“prove+that”是“prove+宾语从句”的用法，表示“证明……，证实……”。 【归纳拓展】 ※ prove+名词/代词 ※ prove+直接宾语+to+间接宾语 ※ prove+宾语+宾语补足语 Activity 2: Replace the underlined words and phrase with the words from the text. 1. Jemima Gryaznov thinks people remember things that have strong sentimental attachment. 2. When we do things with enthusiasm, we tend to remember them well. 3. When we try to remember detailed material, we should focus on the important ideas. 4. Jemima Gryaznov suggested another effective method to remember things: grouping similar ideas or information together. 5. A good strategy to increase memory is to review the material you are trying to remember often. Answers 1.emotional 2.excitement 3.memorise 4.technique 5.periodically Activity 3: Circle the subjects of the sentences in the Sentence Builder. Then use the correct form of the verbs to complete the sentences. Sentence Builder Retelling events helps (help) fix experiences in our memories. There are (be) some people who do have amazing memories. They are (be) both good at remembering particular things for a limited time. One of the golden rules to increase how much we remember is(be) to review the material periodically.
How does the verb agree with subject Explore and summarise it. Subject-verb agreement 主谓一致 主谓一致是指主语和谓语要保持人称和数的一致，主语的“人称”和“数”决定谓语动词的变化。 但是如果主语不是单一的，或主语名词的数比较特殊时，其主谓一致一般要根据语法一致/意义一致/就近原则． 一、语法一致原则 1. and, both...and... 连接两个不同的主语时，谓语动词用复数形式；但是如果有and连接的两个名词表示同一个人或物时，谓语动词用单数形式。 e.g. Both rice and wheat are grown in this part of China. The worker and writer visits our school today. 2. 当主语后面跟有as well as, as much as, along with, with, together with , like, rather than, but, except, besides, including等引导的词组时，其谓语动词的单、复数由主语的单、复数而定。 e.g. The teacher with two students is at the meeting. 3.当主语由不定式、动名词或疑问词引导的句子充当时，谓语动词用单数。 e.g. To hold the Olympic Games is a rich prize for a country. Choosing what to eat is no longer as easy as it once was. What we need is more time and more materials. 注意：由what, who, why, how, whether等引导的主语从句，谓语动词通常用单数，(但所指的具体内容为复数意义，则可以用复数形式： (e.g. What we need are teachers.) 二、意义一致原则 1. Collective nouns（集体名词） 由集体名词，如group, family, class, government, team, enemy, crowd, company, audience等作主语时，如果看一个整体，谓语动词用单数形式，如果看成其中各成员，则用复数形式。 e.g. The class consists of 25 boys and 20 girls. The class are doing experiment. 注意：集体名词为 people, police, 谓语动词用复数。 e.g. The police are searching for the thief. 2. Indefinite pronouns（不定代词） 不定代词everybody, everyone, everything, anyone, anybody, anything, someone, somebody, something, nobody, no one, nothing, each, the other 等作主语时，谓语动词用单数。 e.g. Nothing is difficult in the world if you set your mind to it. Someone wants to see you. 3. 表示时间，距离，重量，金额等复数名词作主语时，谓语动词通常用单数形式。 例句： e.g. Three thousand dollars is quite a lot of money for a boy. 三、就近原则 1. 由or, either...or..., neither...nor..., not only...but also..., not...but...等连接的并列主语，谓语动词的数常与最近的主语保持一致。 e.g. Not only you but also he is wrong. 2. 由there, here引起的主语不止一个时，谓语动词的数通常和最邻近的主语保持一致。 e.g. There are three books and a pen on the desk. Activity 4: Choose the correct options. 1. If anybody has / have any tips for memorising information, I would like to hear them. 2. Many experts says / say that you should review information periodically after you learn it. 3. Each of the students is / are trying one of these memorising techniques this week. 4. Both of my English teachers tells / tell me to ask questions to identify the most important information I need to remember. 5. Writing information down clearly makes / make it easier for you to review it later.
Summary: 1. Tell us more ways to improve your memory. 2. Retell the use of Subject-verb agreement.Unit 9 Lesson 3
Learning Objectives 1.To learn something about memory and how to improve it by reading a text about memory 2.To study and understand the subject-verb agreement rules in sentences
Learning activities
目标一：To learn something about memory and how to improve it by reading a text about memory Activity 1: If you were going to meet a memory expert, what questions would you ask him / her Examples: Is there any special food that helps memory What can we do to improve our memory ... Now read the text quickly. Does the text answer any of your questions Activity 2: Read the text again. Write T or F. Correct the false statements. 1. We remember certain events in our childhood, because we experienced many of them for the first time, and we felt strongly about them at the time. 2. When we tell a story many times, we forget important details. 3. Stephen Wiltshire has a photographic memory because he can draw a detailed picture of a city from memory after flying over it. 4. It has been proved that some people have a photographic memory. 5. The sharpest loss of memory occurs during the first five days. 6. Our memory starts to get worse in middle age. Your corrections: __________________________________________________________________________________________________________________________________________________________________ Activity 3: Match the following suggestions with the four questions and put them back in the text. A. What can we learn from all this When remembering something new, try to connect it to our emotions. It is important to connect it with what we already know. Also, we can try to retell what we have learnt to a few others. B. Therefore, one of the golden rules to increase how much we remember is to review the material periodically, especially during the first day after learning. This “spaced review” soon after learning helps build stronger memories and it is more effective than waiting to review everything before exams. C. So take it easy. You are at a good age in terms of your memory. Make good use of it! D. As most of us do not have amazing memories like them, when memorising detailed learning materials, we simply need to focus on the important ideas and be curious about what we learn. Asking questions about what we learn also helps with memorisation. Another effective technique to remember things is to group similar ideas or information together so that they can be easily connected to things that are already known. What’s your suggestions for each of the four questions discussed Activity 4: What truths about memory does Jemima Gryaznov discuss in the text What advice does she give to improve one's memory Truth and advice 1:__________________________ Truth and advice 2:__________________________ Truth and advice 3:__________________________ Truth and advice 4:__________________________ Activity 5: Group Work. Think and share. 1. How has the expert tried to make her statements to each questions convincing What methods has she used and what signal words can you find 2. Are there any answers given by Jemima Gryazov that are not convincing to you What are your doubts Suggested Answers __________________________________________________________________________________________________________________________________________________________________ Activity 6: Group Work. Read the tips for improving your memory. Which tips seem most / least useful Which, if any, would be useful for English learning Five Tips for Improving Your Memory 1. Sleep well: If you don't sleep properly, you “lose” many of your memories. 2. Do physical exercise: When you exercise, more oxygen goes to your brain and makes your memory work better. 3. Do mental exercise: It is important to exercise your brain just like your body. New activities are more challenging than familiar ones. 4. Be interested: Ask yourself questions about what you are learning. We learn better if we are interested. 5. Form a mental picture: For example, if you want to remember the name “John Keys”, imagine his face with a big key on it. The stranger the picture, the better!
目标二：To study and understand the subject-verb agreement rules in sentences Activity 1: Identify language points that you want to share with your partner. Discuss in groups and then share with the class. Language Points __________________________________________________________________________________________________________________________________________________________________ Activity 2: Replace the underlined words and phrase with the words from the text. 1. Jemima Gryaznov thinks people remember things that have strong sentimental attachment. 2. When we do things with enthusiasm, we tend to remember them well. 3. When we try to remember detailed material, we should focus on the important ideas. 4. Jemima Gryaznov suggested another effective method to remember things: grouping similar ideas or information together. 5. A good strategy to increase memory is to review the material you are trying to remember often. Activity 3: Circle the subjects of the sentences in the Sentence Builder. Then use the correct form of the verbs to complete the sentences. Sentence Builder Retelling events _______ (help) fix experiences in our memories. There ______ (be) some people who do have amazing memories. They _______ (be) both good at remembering particular things for a limited time. One of the golden rules to increase how much we remember ____(be) to review the material periodically.
How does the verb agree with subject Explore and summarise it. Activity 4: Choose the correct options. 1. If anybody has / have any tips for memorising information, I would like to hear them. 2. Many experts says / say that you should review information periodically after you learn it. 3. Each of the students is / are trying one of these memorising techniques this week. 4. Both of my English teachers tells / tell me to ask questions to identify the most important information I need to remember. 5. Writing information down clearly makes / make it easier for you to review it later.
Summary: 1. Tell us more ways to improve your memory. 2. Retell the use of Subject-verb agreement.
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